Content Of Textbooks Research Articles

Krytyczna analiza tezy o przydatności idei metafory konceptualnej w wykładni prawa

Since George Lakoff and Mark Johnson published a book entitled Metaphors We Live By, metaphors and their role in everyday life have been recognised. Metaphor has henceforth ceased to be a means only of poetic imagination and rhetorical embellishment. It began to be seen also as a form of human thinking, a tool of cognition. Metaphor began to be seen in areas of life where it had hitherto been absent. These areas included law. However, the enthusiasm of authors who see the great role of metaphorical imagery in law is not justified. An analysis of the examples of metaphors in legal texts given in scientific studies indicates too much freedom in qualifying certain expressions as metaphors and seeing their role or usefulness where there is none – that is, also in legal texts and in the interpretation of law. Metaphors are mistaken for phraseological compounds and for previously metaphorical expressions that have permanently lost this character as a result of conventionalization or lexicalisation. The potential effect of adopting a cognitivist perspective has previously been otherwise achieved in the legal sciences at the expected level. The results indicated as possible with the tools of cognitive science are nothing new, and the possibility of achieving them is either debatable or impossible. The conceptual metaphor, on the other hand, can play an important role when it comes to the justification of judicial or administrative decisions, the content of law textbooks, statements of doctrinal representatives with regard to the law Using the language of cognitive science, the radial structures of legal and ethical concepts can more promisingly be made the subject of research, which can enable the coexistence of humans and artificial intelligence. The research material was mainly investigated using the method of linguistic analysis.

Analysis of the Path of Art Education in Township Primary Schools Based on ARCS Motivation Model: Example of Yangchun Root-Carving Intangible Cultural Heritage in Guangdong Province

This study cites the ARCS motivation model theory framework and takes the Second Primary School in Chuncheng Street, Yangchun, Guangdong Province, as the research object. The root-carving of intangible cultural heritage is integrated into the art classroom of township primary schools for experimental teaching, supplemented by a questionnaire survey method for sampling investigation. Research has found that current students have a limited understanding of the roots of intangible cultural heritage. However, creating root-carving art works in the form of calligraphy, allowing students to use clay instead of carving and shaping methods, and experiencing the charm of root-carving intangible cultural heritage can effectively increase learning interest, improve hands-on production ability, and improve creative expression ability. This study suggests that the integration of the root-carving of intangible cultural heritage calligraphy forms into art teaching methods still has certain limitations. Therefore, teaching optimization strategies are proposed, including improving teachers' knowledge and skills in root-carving intangible cultural heritage culture; carrying out resource sharing through O2O service models for schools and local cultural centers; adopting flexible and diverse teaching methods to cultivate students' interest in intangible cultural heritage; and expanding the content of primary school art textbooks.

Cultural Content in High School English Textbooks in China: Analysis of Types, Themes, and Students’ Attitudes

Cultural Content in High School English Textbooks in China: Analysis of Types, Themes, and Students’ Attitudes

The availability of concepts and applications of artificial intelligence in the content of the chemistry textbook for the fourth scientific grade

The availability of concepts and applications of artificial intelligence in the content of the chemistry textbook for the fourth scientific grade

高中数学教师对苏教版新教材数学建模内容使用情况的调查研究

高中数学教师对苏教版新教材数学建模内容使用情况的调查研究

Mapping lower secondary school students' conceptions of three aspects critical for understanding the nervous system.

Understanding the nervous system is an important but perhaps ambitious goal, particularly for students in lower secondary education. It is important because of its' direct role in both mental and physical health, and it is ambitious because instruction focuses on the human nervous system, which is extremely complex, and subject to numerous misconceptions. Despite its' complexity, the science curricula, both nationally and internationally, emphasize an understanding of the system, and not just knowledge of isolated facts. But what does it mean to understand this system, and what content knowledge is critical for understanding it? Unfortunately, the curricula are usually too general to answer these questions, therefore other sources of information are needed. Using the science literature, the present study defines the system level of the nervous system and proposes three basic aspects necessary to understand it: 1) neural circuit architecture, 2) synaptic action, and 3) nerve signal origin. With this background, the aim of the present study is to identify lower secondary school students' conceptions of these three aspects, and to determine how they impact students' understanding of the system. To reach this aim, the study used a questionary which allowed for a mixed method design, and the results show that many students have an immediate conception of the brain as the origin of nerve signals. In addition, many students hold the alternative conceptions that 1) synaptic action is exclusively excitatory, and that 2) neural circuits consists of neurons connected in a chain, one single neuron after another. These alternative conceptions prevent students from understanding the system. Implications for instruction are discussed in the context of conceptual learning theories, and teaching strategies are proposed. Since similar curricula goals and textbook content exist in several countries, the present results may be representative across nations.

SRPSKI KAO STRANI JEZIK MEDICINSKE STRUKE: LEKSIČKI POTENCIJAL UDžBENIKA NAMENjENIH POČETNOM NIVOU

The subject of this paper refers to Serbian as a foreign language for specific purposes, and Serbian is considered as a foreign language for the professional needs of medical students at the beginner level of knowledge. For now, we do not have a textbook specifically intended for students of the medical profession, therefore teachers rely on didactic resources provided for general courses. The aim of this paper is to examine the lexical potential of the existing text- books for use in the beginner-level classes attended by medical students. The corpus consists of 12 textbook publications, published in Serbia and abroad between 1986 and 2011. The content analysis method and descriptive method are applied. The analysis of textbook contents at the beginner level related to health topics (parts of the body, going to the doctor, illness, treat- ment) shows that the corpus viewed as a whole has a high lexical potential. Existing textbooks make it possible to find lexical units and syntactic constructions suitable for teaching Serbian as a foreign language intended for medical students at the beginner level. The task of future research is to form courses in Serbian as a foreign language of the medical profession, as well as to create didactic tools aligned with the professional needs of healthcare workers.

An Analysis of the Concept of Water in Secondary School Biology Textbooks

As a result of human beings' activities to dominate nature and transform it for their own benefit as they continue to advance in science and technology, environmental problems such as climate change have become the biggest threat faced by the biosphere in the current century. One of the biggest problems of humanity today is the scarcity of water resources. It is important to reveal the meanings attributed to the concept of water in biology textbooks in order to identify and eliminate the deficiencies or gaps between the concepts related to the subject. The main purpose of this study is to analyze how the concept of water is presented in secondary school biology textbooks. In line with this purpose, answers to the following questions were sought: What biological concepts is water associated with in biology textbooks and how often is it used? Under which categories can the concept of water be classified in biology textbooks? In the study, document analysis was conducted on four biology textbooks published by the Ministry of National Education to be taught in high schools in the 2023-2024 academic year. A qualitative methodology based on inductive logic was used to analyze the data. How water is emphasized in biology textbooks was discussed, and categories were developed to conceptualize explanations about water. These categories were: water as a substance in the structure of organisms, water as a habitat for organisms, water as a substance involved in chemical reactions, water as a human health factor, water as an essential requirement for organisms, water as an environmental problem factor and water as a scarcity factor. According to the results of the textbook content analysis, it was seen that the relationships between water and health concepts in the category of water as a human health factor were well structured. In the study, it was seen that the concept of water was presented in accordance with the target achievements in line with the secondary school biology course curriculum and that the key concepts were given literally. However, it was revealed that the concept of water in textbooks should be structured according to the principles of the systems thinking approach.

The Cooperative Principle (Maxims) in the Dialogues of English Textbook Entitled ‘Bahasa Inggris Think Globally Act Locally’ for Ninth Grade Students of Junior High School

Textbooks serve as the material content provider in an EFL classroom. Because texts, conversations, and other pieces of material are typically particularly created to corporate educational objectives, they frequently portray a formal and well- structured pattern of standardized English. This study will look at the content of textbooks, specifically the brief conversations included in English textbooks used by ninth-grade junior high school students. The researcher will use a descriptive qualitative research approach in this study and will use conversations from a textbook named Bahasa Inggris ‘Think Globally Act Locally Year IX’ as the object of investigation. The data will be gathered by reading, observing the dialogues, clarifying them in an analysis table, and coding the dialogues using maxims based on Grice's theory.

Gender Mainstreaming in Schools, Classrooms and Textbooks: Historical Perspective

This study aims to explore how the gender mainstreaming process in schools. Similarly, this study has focused on gender-related content in textbooks. The gender mainstreaming is very important for Nepalese society. So this study analyses gender mainstreaming in schools, classrooms, and textbooks. In particular, gender mainstreaming empowers women in society. Therefore government need to make a good effort to create a gender-friendly environment in schools and textbooks. So how gender mainstreaming helps gender equality is the main concerning part of this study. It is based on field data generated through interaction with the participants. This study mainly dealt with two themes: gender mainstreaming in textbooks, and gender issues in school and class.

A Critical Discourse Analysis of Multicultural Content in English Text Books of Secondary School Level Sindh Pakistan

A Critical Discourse Analysis of Multicultural Content in English Text Books of Secondary School Level Sindh Pakistan

At the interface of theory and experience

The founding motto of philosophy in science is “tracking down big philosophical problems in contemporary science.” Knowing the basic history of philosophy and the history of science, we more or less know what “big philosophical topics” mean. The most representative topics of this kind include: time, space, causality, matter, life, consciousness, thinking... The tables of contents of philosophy textbooks could be copied to continue this list. These topics are big not only when they remain at a high level of generality, but also when they get down to special cases and particular sub-problems. Sometimes it is only then that they fully reveal their big format.

КЕНЖЕ ОКУУЧУЛАРДЫН МАТЕМАТИКАЛЫК- ФУНКЦИОНАЛДЫК САБАТТУУЛУКТАРЫН МАСЕЛЕЛЕРДИ ЧЫГАРУУ АРКЫЛУУ КАЛЫПТАНДЫРУУ

In this article we will talk about functional, mathematical and mathematical-functional literacy of younger schoolchildren. The issues of formation of functional literacy, mathematical skills in younger schoolchildren, the ability to apply the acquired knowledge in practice are considered. It is recommended to discuss among teachers the importance of the ability to deduce textual and situational questions, to deduce them in several ways, to explain, to analyze conclusions. It also provides for the formation of mathematical and functional literacy among younger schoolchildren, the ability to identify the causes of the opposite opinion (mistakes made) and give their recommendations on it. Prepared on the basis of system-activity approaches used in neighboring countries, authors I.Bekboev, N.Ibraeva considered the need to change the content of textbooks in mathematics for students of grades 1-4 in accordance with the requirements of the time

Evaluating Embeddings from Pre-Trained Language Models and Knowledge Graphs for Educational Content Recommendation

Educational content recommendation is a cornerstone of AI-enhanced learning. In particular, to facilitate navigating the diverse learning resources available on learning platforms, methods are needed for automatically linking learning materials, e.g., in order to recommend textbook content based on exercises. Such methods are typically based on semantic textual similarity (STS) and the use of embeddings for text representation. However, it remains unclear what types of embeddings should be used for this task. In this study, we carry out an extensive empirical evaluation of embeddings derived from three different types of models: (i) static embeddings trained using a concept-based knowledge graph, (ii) contextual embeddings from a pre-trained language model, and (iii) contextual embeddings from a large language model (LLM). In addition to evaluating the models individually, various ensembles are explored based on different strategies for combining two models in an early vs. late fusion fashion. The evaluation is carried out using digital textbooks in Swedish for three different subjects and two types of exercises. The results show that using contextual embeddings from an LLM leads to superior performance compared to the other models, and that there is no significant improvement when combining these with static embeddings trained using a knowledge graph. When using embeddings derived from a smaller language model, however, it helps to combine them with knowledge graph embeddings. The performance of the best-performing model is high for both types of exercises, resulting in a mean Recall@3 of 0.96 and 0.95 and a mean MRR of 0.87 and 0.86 for quizzes and study questions, respectively, demonstrating the feasibility of using STS based on text embeddings for educational content recommendation. The ability to link digital learning materials in an unsupervised manner—relying only on readily available pre-trained models—facilitates the development of AI-enhanced learning.

Modeling objects movement when collising with obstacles in PascalABC.NET language in schoolchildren's project activities

To solve the methodological problem of expanding the content of school informatics textbooks in terms of practical tasks, assignments for project work can be used, which are completed by students individually or in groups. Carrying out project work that involves the application of knowledge from other subject areas contributes to the development of meta-subject skills in students. The use of group work as the main form of performing practical tasks is aimed at achieving personal learning results. The project-activity approach helps to achieve the planned learning outcomes in the section of the informatics course under consideration. The article discusses assignments in the "Beginnings of programming" section of the VIII grade informatics course, which can be offered for students' project activities to create graphical and information models and when conducting a computer experiment. Based on the implementation of gradually more complex examples, students are introduced to project-type tasks — modeling the movement of objects when collising with obstacles. The software implementation of the models is carried out in the PascalABC.NET language.

A Linguistically-Informed Assessment Model for Multidimensional Competence Building in Romanian School Writing

In education, student involvement in writing activities is crucial for enhancing their learning experience and developing multiple competences. The development of any national curriculum within Europe is based on the indispensable competences required for lifelong learning as outlined in the European Parliament’s Reference Framework. In response to the changing landscape of education, the Romanian national curriculum has undergone revisions that currently prioritise a competence-based approach to teaching writing. This approach aims to equip students with the necessary skills and knowledge to effectively communicate through writing, enabling them to express their ideas and thoughts clearly and concisely. Nevertheless, it is noteworthy that there has been a lack of research conducted to assess the efficacy of the didactic resources and materials developed to facilitate these educational goals. This study uses corpus linguistics methodologies to examine the correlation between the content of textbooks used for writing tasks in primary education, secondary education, and high schools and the pedagogical skills they aim to develop. For this purpose, we have constructed a preliminary textbook corpus called ROTEX, which consists of online materials, specifically Romanian language and communication textbooks approved by the Ministry of Education. The corpus includes three datasets, one for each educational level (4th grade, 8th grade, and 12th grade). Our analysis uses writing tasks to identify linguistic and thematic complexity patterns. This approach allows us to determine the competences that are effectively enhanced at each educational level. Our conclusions are backed up by quantitative linguistic evidence, which provides valuable insights into the dominant competences fostered within the educational framework.

The Representation of Multicultural Content Provided by “World-Class Franchise” English Course Textbook Used in Indonesia: A Critical Discourse Analysis Study

Multicultural values in English as a Foreign Language (EFL) textbooks have attracted many researchers, academics, and educators in many studies around the world. However, there is limited literature examining the representation of multicultural content in English course textbooks used in Indonesia, specifically EFL course textbooks from world-class franchise programs. Therefore, this study employs Critical Discourse Analysis (CDA) to examine the impartiality of cultural content representation provided by the EFL course textbook regarding different cultures and ethnic groups. This study provided Halliday’s systemic functional analysis to examine verbal data. While Kress and Van Leeuwen’s visual grammar theory was employed to comprehend, analyze, and explore visual representations from selected EFL course textbooks. This study reveals the EFL course textbook does not reflect the diversity of cultures in Indonesia, as it mainly focuses on the perspectives and traditions of Western and European countries. This creates an unfair and distorted representation of other cultures, especially those from Asia, Africa, and the Middle East, whose values and beliefs are not adequately considered or respected within the EFL course textbook. The implications of this study suggest that the inclusion of cultural sensitivity within EFL course textbooks is crucial in fostering cultural awareness, promoting respect among EFL learners, and creating a more equitable and inclusive learning environment.

Presentation of the obsolete drug reserpine in three German-language pharmacology textbooks.

For several decades, reserpine was used to treat hypertension and, to a limited extent, psychoses. Over time, however, the indication became more and more restricted to the point of obsolescence. This study examines the extent to which textbooks are up to date in their content and oriented towards therapeutic guidelines, using the obsolete drug reserpine as a paradigm. Three German pharmacology textbook series were examined for the coverage of reserpine from 1964-2023: Allgemeine und Spezielle Pharmakologie und Toxikologie (Aktories), Allgemeine und Spezielle Pharmakologie und Toxikologie (Karow) and Pharmakologie und Toxikologie (Lüllmann). We compared the textbook content with data on reserpine prescriptions and hypertension guidelines and analysed the relevance of reserpine in examinations using German federal exam questions by the Institute for medical and pharmaceutical exam questions (IMPP). The textbooks differ conceptuallyfrom each other. The indication of reserpine for hypertension has become more restricted over timein all threetextbooks, yet they partially show discrepancies with hypertension guidelines. The reserpineprescription figures show a strong decline , and reserpine has not been queried by the IMPP, which underlines the obsolescenceof the drug. Overall, our study shows that the presentationof a representative obsolete drug in pharmacology textbooks lags current medical practice. We also unmasked more differences in the presentation of an obsolete drug in standard textbooks than anticipated. In conclusion, the analysis of obsolete drugs in pharmacology textbooks is an informative way of assessing how up-to-date they are.

문헌분석을 통한 특수학교와 일반학교 통합학급 음악교육 요구에 관한 동향 분석

Objectives This study investigates whether the steady demand for special music education has been reflected in the field and improved in order to cultivate the knowledge, skills, and attitudes required in a rapidly changing society, and discusses the direction of practical and specific support through analysis of trends in special music education needs.
 Methods In order to suggest the direction in which music education in special education should move, music edu-cation needs are extracted based on literature related to music education by disability area and school level in spe-cial schools and general schools, and trends in music education needs are analyzed according to analysis standards. This is a literature analysis that quantifies the analyzed data by category and then expresses it as a final ratio to suggest the direction in which music education should move based on the results of music education de-mand trends.
 Results In the case of sensory disabilities, teacher expertise showed the highest rate in the areas of admin-istrative and financial support, and middle school courses in special schools for developmental disabilities also showed the highest rate of teacher expertise in the areas of administrative and financial support. The elementary school curriculum was found to have the highest demand rate in terms of motivation to learn textbook content, and teacher expertise was found to have the second highest rate. In the unclassified category, motivation was emphasized in terms of textbook content and song lyrics in the educational content area, and demands for univer-sality and specificity were also consistently appearing. Integrated classes in general schools also recognized the need for teacher expertise in administrative and financial support, and particularly emphasized the need for spe-cial education teachers to have expert music knowledge. In addition, the universality and specificity of each area are emphasized, and it was found that the rate of students' learning motivation was quite high. You must be able to use it right away. In addition, by referring to the songs included in the music textbook of the common curricu-lum, we pursue universality and specificity at the same time, and further secure the diversity of genres to motivate students by allowing them to experience the content system of all music, including singing, instrumental music, appreciation, and daily life. You will have to do it.
 Conclusions Since it is virtually difficult to cultivate teachers' administrative tasks and special education and music education expertise at the same time, experts with both music and special education expertise are selected at the national, provincial and provincial offices of education, and school level to develop textbooks and teacher guide-lines to provide training in the field.

From Problem Solving to Problem Posing: Navigating in Indian School Mathematics

The study analyzed how the eigth-grade NCERT mathematics textbook's contents connect to the real-world context by posing cognitive tasks. Using Krippendorff's framework, the content analysis revealed the context to justify, think, discuss, give a reason, evaluate, and interpret. The cognitive tasks were checking, explaining, classifying, generalizing, constructing, and implementing. It was established that strategies of posing problems were similar with a given problem, similar with the discussed concept, similar with the given concept, posing questions based on a given concept, and posing questions based on given information. Hence, there was inadequate and no comprehensive account of posing the problems.